- Selected Topics
- Accessing the General Curriculum
- Auditory Training
- Calendar Systems
- Concept Development
- Daily Living Skills
- Environmental Considerations
- Harmonious Interactions
- Lilli Nielsen and Active Learning
- Orientation & Mobility
- Play & Recreation
- Social Interactions
- Tactile Strategies
- Universal Design for Learning
- van Dijk Approach
Deaf-Blindness: Books and Curricula Bibliography
This is a partial list of materials on this topic available from the NCDB Catalog Database. If you have additional questions, please contact us via email: firstname.lastname@example.org
BASIC SKILLS FOR COMMUNITY LIVING: A Curriculum for Students with Visual Impairments and Multiple Disabilities. Levack, Nancy (Ed.) ; Hauser, Susan (Ed.) ; Newton, Lauren (Ed.) ; Stephenson, Pat (Ed.) / TSBVI. -- Texas School for the Blind and Visually Impaired: 1996/1997, xviii, 278pp + appendices. This guide details curriculum created for students who are between the ages of 6 and 22 years who have visual impairments combined with other disabilities such as hearing impairments (deafblind or dual sensory impairments) and significant developmental delays. It is particularly designed for students who learn best within highly structured routines and who have great difficulty generalizing what they learn to new situations. Assessment, community-based instruction, functional activities and developmental skills, developing an IEP, transition planning, teaching strategies, domestic activities, career education, recreation, communication, calendars, social skills and behavior management are discussed. Appendices include assessment and planning forms. The guide can be ordered from the Texas School for the Blind and Visually Impaired, 1100 W. 45th St., Austin, TX 78756-3494, (512) 454-8631.
BLIND AND VISUALLY IMPAIRED STUDENTS: EDUCATIONAL SERVICE GUIDELINES. Pugh,G.S. (Ed) ; Erin, J. (Ed) / National Association of State Directors of Special Education (NASDSW) and Hilton/Perkins Program. -- Perkins School for the Blind: 1999, 193 pp. The intention of this guideline document is to provide assistance to state and local education agencies, service providers and parents. The document describes essential program elements and features that must be considered when designing appropriate services for students who are blind or visually impaired, including those students with multiple disabilities. A full continuum of options is included. The document is organized in five chapters, a glossary and extensive appendices. Chapter One presents the theoretical constructs on which the other chapters are based, discussing unique educational needs, outlining public policy and legislation, and parents as equal partners in the educational process. Chapter Two presents the framework for services. It outlines the role and responsibilities of the state education agency. Chapter Three describes the process of identifying and assessing individual needs, personnel administration and on-going assessment of student progress. Chapter Four identifies concepts that must be addressed following assessment in reviewing program options and placement, expanding core curriculum and peer interaction. Chapter five describes characteristics of personnel who will work with students who are blind and visually impaired and the specialized knowledge, skills and attributes needed to provide quality services. Proficiency of educational personnel in literacy and communication modes including Braille reading and writing and use of optical devices are also discussed. the appendices provide the reader with valuable resources. This document is distributed by the Hilton/Perkins Foundation to state directors of special education, organizations and parent and consumer groups. Available from Publications & Public Relations, Perkins School for the Blind, 175 N. Beacon St., Watertown, MA 02472. Phone: (617) 972-7250. Fax: (617) 972-7334.
COMMUNICATION: A Guide to Teaching Students with Visual and Multiple Impairments. Hagood, Linda. -- Texas School for the Blind and Visually Impaired (TSBVI) 1997, xiv, 382. In this resource guide for teachers, a model for teaching communication skills to students with visual and multiple impairments is set forth. Ways in which deafblindness and visual impairment in children with severe disabilities can affect development of communication are discussed. Assessment of communication skills, the planning of instruction, selection of communication methods and contexts, sample activity routines, and strategies for solving problems are discussed. A description of the standard tactual symbol system and reproducible forms are provided. Order from the Texas School for the Blind and Visually Impaired, 1100 W. 45th St., Austin, TX 78756, (512) 206-9240. Publisher's web site: http://www.tsbvi.edu/resources/curriculum-a-publications/3/1026-communication-a-guide-for-teaching-students-with-visual-and-multiple-impairments
COMPETENCIES FOR PARAPROFESSIONALS WORKING WITH LEARNERS WHO ARE DEAFBLIND IN EARLY INTERVENTION AND EDUCATIONAL SETTINGS. Riggio, Marianne ; McLetchie, Barbara A.B. -- Perkins School for the Blind: 2001, 23. These competencies address the knowledge and skills that a paraprofessional must have in order to assist in implementing quality programs and to enhance the quality of life for learners who are deafblind. The term paraprofessional is used to describe anyone who helps a teacher carry out the early intervention or educational program for a child who is deafblind (eg, intervenors, interpreters-tutors, paraeducators, assistants, and teachers aides). The competencies are the result of a collaborative process involving families, university personnel trainers, teachers, therapists, parents, paraprofessionals, practitioners, and administrators of state deafblind projects in the U.S. Available from Public Relations and Publications Department, Perkins School for the Blind, 175 N. Beacon St., Watertown MA 02472. Phone: 617-972-7328. Fax: 617-972-7334. Publisher's web site: http://www.perkins.org
COMPETENCIES FOR TEACHERS OF LEARNERS WHO ARE DEAFBLIND. McLetchie, Barbara, A. B. ; Riggio, Marianne. / Perkins National Deaf-Blind Training Project. -- Perkins National Deaf-Blind Training Project: 1997, 31. Teachers of deafblind learners, in this case infants, children, and youth, must have specialized competencies in order to meet the complex and unique needs of their students. Areas of knowledge delineated here are the outcome of a collaborative process involving university faculty and state deaf-blind project directors and are intended as a blueprint for personnel preparation programs in deafblindness. Areas of competencies discussed: general knowledge about deafblindness; personal identity, relationships and self esteem; concept development; communication; hearing-vision; orientation and mobility; environment and materials; and professional issues. May be purchased for $5 from: Public Relations and Publications Department, Perkins School for the Blind, 175 N. Beacon St., Watertown MA 02472. Phone: 617-972-7328. Fax: 617-972-7334. Available in Spanish from DB-LINK. Publisher's web site: http://www.perkins.org
DEAF-BLIND INFANTS AND CHILDREN: A DEVELOPMENTAL GUIDE. McInnes, John M. ; Treffry, Jacquelyn. -- University of Toronto Press: 1982, xiv, 284. A reference guide for teachers, parents, and paraprofessionals working or living with children who are both deaf and blind. Provides day-to-day guidance and suggestions about techniques for assessing and for devising programs. Good overviews on communication, motor development, perceptual development, and on orientation and mobility. Available in Spanish. Available from University of Toronto Press, (416) 978-2239.
EDUCATING STUDENTS WHO HAVE VISUAL IMPAIRMENTS WITH OTHER DISABILITIES. Sacks, Sharon Z. (Ed.) ; Silberman, Rosanne K. (Ed.) -- Paul H. Brookes: 1998, xxiv, 519. Provides comprehensive information to develop instructional programs for groups of students who have visual impairments with other disabilities. Part I is an overview of the educational, assessment, and instuctional needs. Part II examines specific curricular strategies for students who have visual impairments with severe cognitive disabilities; deafblindness; learning disabilities; emotional and behavior disorders; and physical and neurological impairments. This section also includes chapters on intervention strategies for early childhood and transition programmings. Part III addresses the disability-specific areas of instruction including: assessing and enhancing the use of functional vision; designing strategies to develop functional language and communication; orientation and mobility skills; and adaptive technology. Order from Paul H. Brookes Publishing, (800) 638-3775. Publisher's web site: http://www.brookespublishing.com/
THE EDUCATION OF DUAL SENSORY IMPAIRED CHILDREN: Recognising and Developing Ability. Etheridge, David (Ed.) -- David Fulton Publishers: 1995, xviii, 129. The book deals with the education in England of dual sensory impaired children from birth to fourteen years of age whose impairments originated at birth or have been acquired at an early age. Articles in the book concentrate on assessment, curriculum, communication, sensory stimulation, and the importance of the family in the education of dual sensory impaired children. Order from: Sense, 11-13 Clifton Terrace, London N4 3SR, England, telephone: 0171 272-7774; fax: 0171 272-6012.
ESSENTIAL ELEMENTS IN EARLY INTERVENTION: Visual Impairment and Multiple Disabilities. Chen, Deborah (Ed.) -- AFB Press: 1999, 503 This book presents information about assessment and intervention strategies for infants and young children (birth to 36 months) who have visual impairment in addition to other disabilities, including deaf-blindness. Specific topics covered include: a description of early intervention services, including the rationale for early intervention based on recent research about brain development; current federal requirements; early developmental needs and the importance of caregiver interactions; early identification, including a discussion of conditions associated with multiple disabilities; functional vision assessment; hearing loss assessment, including functional hearing assessment; and interventions that focus on early communication. Available from AFB Press, Customer Service, P.O. Box 1020, Sewickley, PA 15143, 1-800-232-3044, (412) 741-0609 (fax). Information in this book is derived from The Model Demonstration Early Intervention Network Serving Infants Who are Deaf-Blind and Their Families, funded by the U.S. Department of Education from 1993 to 1997. An earlier manual, "Effective Practices in Early Intervention," was also produced as a result of the project. Publisher's web site: http://www.afb.org/
A GUIDE TO PLANNING AND SUPPORT FOR INDIVIDUALS WHO ARE DEAFBLIND. McInnes, John M. (Ed.) -- University of Toronto Press: 1999, 554. This book focuses on individuals who were born deaf-blind (congenitally deaf-blind) or who acquired the disability early in life (early adventitiously deaf-blind). Topics covered include: identifying deaf-blind individuals; intervention and the roles of intervenors; communication; cognitive development; social and emotional development; sexuality; family issues; planning and support for preschool infants, school-aged children, and adults; development of support organizations; advocacy; physical therapy (physiotherapy); and training for intervenors, teachers, and consultants. Available from: University of Toronto Press, Inc., (800) 565-9523, (416) 667-7832 (fax), 5201 Dufferin Street, North York, Ontario. Email: email@example.com Publisher's web site: https://utorontopress.com/us/a-guide-to-planning-and-support-for-individuals-who-are-deafblind-2
HAND IN HAND: Essentials of Communication and Orientation and Mobility for Your Students Who Are Deaf-Blind: Volume I. Huebner, Kathleen Mary (Ed.) ; Prickett, Jeanne Glidden (Ed.) ; Welch, Therese Rafalowski (Ed.) ; Joffee, Elga (Ed.) -- AFB Press: 1995, xliv, 687. This book is one of the materials to result from the AFB Deaf-Blind Project. These materials have two purposes: self-study and in-service training. This particular book is intended primarily for self-study. It is divided into three segments: Key Concepts, Communication, and Orientation and Mobility. Each of these segments is, in turn, divided into 20 self-contained modules which present essential information about deaf-blindness, how deaf-blindness affects learning, and how students who are deaf-blind can develop critical communication and O&M skills. (A second volume accompanies Vol. I. It has appendices containing medical and related information, assessment tools, and a resources list.) Available from: AFB Press, Customer Service, P.O. Box 1020, Sewickley, PA 15143. Phone: 800-232-3044. Fax: 412-741-0609. Cost: $64.95 for the 2 volume set. The complete series of Hand in Hand books and video are $169.95. Publisher's web site: http://www.afb.org/
INCLUDING STUDENTS WITH SEVERE AND MULTIPLE DISABILITIES IN TYPICAL CLASSROOMS: Practical Strategies for Teachers. Downing, June E. -- Paul H. Brookes Publishing Company: 1996, xiii, 196. Contributing authors to this text are MaryAnn Demchak and Joanne Eichinger. The text presents a rationale for educating students with diverse strengths and needs. It offers an overview of instruction in the general education environment and offers strategies for determining a student's abilities and how best to provide him or her with support. Chapters discuss issues related to the preschool child, the elementary school child, and the middle and high school student. The role of peers and adults in inclusive environments is discussed, and common concerns are addressed. The appendices contain lists of resources for systems change, technical assistance for teachers, systematic teaching, and augmentative communication. A list of augmentative communication system hardware manufacturers concludes the book. Bibliographical references are included for each chapter. Order from Paul H. Brookes Publishing, (800) 638-3775. Publisher's web site: http://www.brookespublishing.com/
INNOVATIVE PROGRAM DESIGN FOR INDIVIDUALS WITH DUAL SENSORY IMPAIRMENTS. Goetz, Lori (Ed.) ; Guess, Doug (Ed.) ; Stremel-Campbell, Kathleen (Ed.) -- Paul H. Brookes: 1987, 366p. General college level text begins with a historical overview of service delivery systems and educational services for deaf-blind individuals. Other subjects included are communication, orientation and mobility, assessment, working with families. Considerable information in the area of appropriate practices for building and implementing curriculum.
PERKINS ACTIVITY AND RESOURCE GUIDE: A Handbook for Teachers and Parents of Students with Visual and Multiple Disabilities: Heydt, Kathy Allon, Monica Edwards, Susan Clark, Mary Jane Cushman, Charlotte. Perkins School for the Blind. Watertown, MA: Perkins School for the Blind 2004. This handbook in looseleaf format is intended to be used as a resource for professionals in many disciplines, parents, and other caregivers who are working with children with visual and multiple disabilities. It offers general guidelines and resources to be used as a springboard for teaching and addressing the wide range of educational needs of this student population. It includes a CD-ROM of developmental music and songs. Available for $80.00 from Perkins School for the Blind, Publications and Public Relations, 175 N Beacon St, Watertown MA 02472, or phone 617-972-7336 , or fax 617-972-7334. Publisher's web site: http://www.perkins.org
PROMOTING LEARNING THROUGH ACTIVE INTERACTION: A Guide to Early Communication with Young Children Who Have Multiple Disabilities. Klein, M. Diane, Ph.D. ; Chen, Deborah, Ph.D. ; Haney, Michele, Ph.D. -- Paul H. Brookes Publishing Co. 2000, various paginations. The Promoting Learning Through Active Interaction (PLAI) curriculum is designed primarily for infants, preschoolers, and young children with severe or multiple disabilities (including deaf-blindness) who are not yet initiating symbolic communication and who have a limited repertoire of communicative behavior. It can also be used with older children who have not yet developed intentional communication. The curriculum consists of a Caregiver Interview to identify a child's current communication abilities and 5 modules: 1) Understanding Your Child's Cues; 2) Identifying Your Child's Preferences; 3) Establishing Predictable Routines; 4) Establishing Turn Taking; and 5) Encouraging Communicative Initiations. The curriculum also contains handouts and recording sheets in both English and Spanish. A video (Promoting Learning Through Active Interaction: An Instructional Video) is also available in English and Spanish. Publisher's web site: http://www.brookespublishing.com/
REMARKABLE CONVERSATIONS: Guide to developing meaningful communication with children and young adults who are deafblind. Miles, Barbara (Ed.) ; Riggio, Marianne (Ed.) -- Perkins School for the Blind: 1999, 308. This book is a practical guide for teachers, family members and others who play a critical, direct role in the lives of children who are deafblind. Good communication is emphasized and illustrated with stories that are based on positive, real experiences. The beginning chapters lay the foundation for the development of instructional programs for children who are congenitally deafblind or who have become deafblind early in life. Later chapters look more specifically and sequentially at the nuts and bolts of providing meaningful experiences for these learners. The final chapters address some of the underlying issues that are fundamental to providing personalized educational services for infants, children, and young adults who are deafblind. The book is available from Perkins School for the Blind , 175 North Beacon Street, Watertown, MA 02472, Attn: Public Relations & Publications. Telephone: (617)972-7328; fax: (617)972-7334. The cost is $35.00.
RESEARCH TO REAL LIFE: Innovations in Deaf-Blindness. Leslie, Gail (Ed.) -- DB-LINK: National Information Clearinghouse On Children Who Are Deaf-Blind: 2001, 29. This publication presents snapshots of eight current research projects in deaf-blindness. By focusing on the partnerships formed with parents, teachers, and consumers, the document highlights the practices that are the results of these projects. The projects consist of research in early intervention, assessment, education, inclusion, communication, technology, behavior and self-determination for students who are deaf-blind across the country. Each chapter describes a project along with key practices and findings. Contact information for the projects and researchers is included along with a list of available products. Available from DB-LINK, Teaching Research, 345 N. Monmouth Ave., Monmouth, OR 97361, (800) 438-9376, TTY: (800) 854-7013, firstname.lastname@example.org. Publisher's web site: http://www.nationaldb.org/
A RESOURCE MANUAL FOR UNDERSTANDING AND INTERACTING WITH INFANTS, TODDLERS, AND PRESCHOOL AGE CHILDREN WITH DEAF-BLINDNESS. Alsop, Linda, Ed. / SKI*HI Institute. -- SKI*HI Institute: 1993, 575. The manual's purpose is to give insight, information, and strategies for intervention to service providers for infants, toddlers, and preschool age children who are deaf-blind. The manual is divided into fourteen sections containing topic information specific to deaf-blindness. These topics include: basic information about deaf-blindness and the need for appropriate intervention; learning problems; information about hearing loss and auditory development; vision loss and stimulation; touch and tactile stimulation; daily care and self-help skills; massage techniques; fine and gross motor skills, and positioning and handling techniques; orientation and mobility; social and emotional development, and behavior issues; special health care needs including massage; ideas regarding play and toys. Order information: HOPE, Inc., 1856 North 1200 East, North Logan, UT 84341; phone/fax: (435) 245-2888; e-mail: email@example.com. Publisher's web site: http://www.hopepubl.com/
Tactile Strategies for Children Who Have Visual Impairments and Multiple Disabilities: Promoting Communication and Learning Skills --Chen, Deborah; Downing, June E. New York: AFB Press. (2006) This book is designed to help service providers and family members learn to interact through touch with children who need tactile information to support their learning. The introduction includes a report of focus group findings and the results of research performed with four children during Project SALUTE, a model demonstration project funded by the U.S. Department of Education. Other chapter topics include: the sense of touch, supporting interactions though touch, assessing tactile skills and planning interventions, focusing on tactile strategies, considering multiple communication options, adapting manual signs to meet a child's needs, selecting appropriate tactile strategies, and encouraging emergent literacy. Cost: $39.95. Available from AFB Press. Phone: 800-232-3044. E-mail: firstname.lastname@example.org. There is a also companion video (or DVD) to this book called "Tactile Learning Strategies: Interacting with Children Who Have Visual Impairments and Multiple Disabilities." The contents of the book and video reflect the activities of Project SALUTE, and this book is very similar to a manual published by California State University, Northridge, called "Successful Adaptations for Learning to Use Touch Effectively: Interacting with Children Who Are Deaf-Blind or Visually Impaired and have Additional Disabilities" by Chen, et al. Publisher's web site: http://www.afb.org.
TAPS: TEACHING AGE-APPROPRIATE PURPOSEFUL SKILLS: An Orientation & Mobility Curriculum for Students with Visual Impairments. Pogrund, Rona ; Healy, Gene ; Jones, Kelley ; Levack, Nancy ; Martin-Curry, Sharon ; Martinez, Carolina ; Martz, Janet ; Robertson-Smith, Burnsteen ; Vrba, Anna. / Texas School for the Blind and Visually Impaired. -- Texas School for the Blind: 1993, xiv, 366. This curriculum is intended for students ages 3 to 21 who are blind or who have low vision. It is appropriate for students who also have other disabilities including deaf-blindness, orthopedic impairments, other health impairments, and developmental delays. The curriculum contains sections on program development (assessment, developing IEPs, planning, and evaluation); educational goals and teaching strategies in the home, campus, residential and commercial environments; and adaptive mobility devices, including diagrams and instruction for their assembly. Also included is information about inclement weather activities, electronic travel devices, use of wheelchairs, walkers, and other ambulatory aids. Appendices include a screening instrument and assessment and curriculum resources for infants. Curriculum includes a copy of the booklet, "Comprehensive Assessment and Ongoing Evaluation," which is intended to be used for each student throughout the student's education programming to assess performance and provide a means for ongoing evaluation and record-keeping to demonstrate student progress. The curriculum can be ordered from Texas School for the Blind and Visually Impaired, 1100 W. 45th St., Austin, TX 78756-3494, (512) 454-8631.
TEACHING STUDENTS WITH VISUAL AND MULTIPLE IMPAIRMENTS: A Resource Guide. Smith, Millie ; Levack, Nancy. / TSBVI. -- Texas School for the Blind and Visually Impaired: 1996, xxii, 524pp. This is a resource guide for teachers of students with visual and multiple impairments. Subjects included: population description, best teaching practice, such as teaming, consulting, assessment, IEP development, curriculum, working with paraprofessionals, and transition and vocational assessment. Special needs of students with visual and multiple impairments are discussed, including students with cortical visual impairment and post trauma vision syndrome, biobehavioral state management for students with profound impairments, and screening of infants and toddlers. A section on students with deafblindness and multiple impairments includes information on meeting this population's needs, screening, assessment, and communication strategies. Other chapters address students with visual and severe motor impairments, such as students with Cerebral Palsy, adaptation of materials and environments, such as tactual and visual symbols and electronic devices, orientation and mobility, with emphasis on early movement, adaptive devices and functional programming. Behavior is discussed with emphasis on its causes (sensorineural, physical and task-related) and function in communication. Self-injurious behavior and behavior management plans are touched upon. Assessment tools and sample forms for planning an IEP are appended. Order from the Texas School for the Blind and Visually Impaired, 1100 W. 45th St., Austin, TX 78756, (512) 206-9240. Publisher's web site: http://www.tsbvi.edu/resources/curriculum-a-publications/3/1043-teaching-students-with-visual-and-multiple-impairments-a-resource-guide
UNDERSTANDING DEAFBLINDNESS: Issues, Perspectives, and Strategies. Alsop, Linda, M.Ed. (Ed.) -- SKI-HI Institute, Utah State University: 2002, various paginations. A comprehensive 2-volume curriculum for parents, interveners, and service providers working with children and young adults who are deaf-blind. Aspects of deaf-blind programming covered include communication, concept development, vision, hearing, touch, sensory integration, intervention, family issues, physical education, additional disabilities, orientation and mobility, community support, and evaluation. Individual chapters were written by professionals with expertise in their respective subject areas. Available from Hope Publishing, Inc. Phone/Fax: 435-245-2888 .E-mail: email@example.com. http://www.hopepubl.com. Cost: $160.00
WELCOMING STUDENTS WHO ARE DEAF-BLIND INTO TYPICAL CLASSROOMS: Facilitating School Participation, Learning, and Friendships. Haring, Norris G. (Ed.) ; Romer, Lyle T. (Ed.) -- Paul H. Brookes Publishing Co. 1995, xxi, 447. This text combines some introductory materials, a historical perspective of services for students with deaf-blindness, and a selection of strategies for preparing teachers and students without disabilities to include students with deaf-blindness. Procedures for building social and communicative skills are discussed as well as broad guidelines for implementing behavioral support strategies, adapting environments, and providing instruction in natural settings. Current issues relevant to inclusion are considered and essential values are highlighted that serve as the fundamental basis for bringing all students into the classrooms and communities where they reside. Order from Paul H. Brookes Publishing, (800) 638-3775. Publisher's web site: http://www.brookespublishing.com/